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X~v0___PPT106___PPT9 Ligao0(&1c&1c   @`t ~< <B?y X~v0___PPT106___PPT9 zEnlace. &1c&1c   @` }< <N?^yX~v0___PPT106___PPT9 Lien hypertexte0(&1c&1c   @` |< <Y?T^X~v0___PPT106___PPT9 Link0(&1c&1c   @` {< <Z?2 g Z$1c  @` z< <c? 2 ~v0___PPT106___PPT9  Preferito.  &1c&1c    @` y< <Hd? 2 ~v0___PPT106___PPT9 Marcador, favorito0(&1c&1c4     @` x< <z?y2 ~v0___PPT106___PPT9 Marcador Favorito. &1c&1c4     @`v w< <f?^2 y~v0___PPT106___PPT9 |Signet0(&1c&1c   @` v< <L?T2 ^~v0___PPT106___PPT9 Bookmark0 (&1c&1c   @` u< <? g2  Z$1c  @`t t< <ܪ? 2 ~v0___PPT106___PPT9 zWebcam. &1c&1c   @` s< <`? 2 ~v0___PPT106___PPT9  Cmara web0 ( &1c&1c   @` r< <?y 2 ~v0___PPT106___PPT9  Cmara web.  &1c&1c   @`v q< <?^ y2 ~v0___PPT106___PPT9 |Webcam0(&1c&1c   @`v p< <?T ^2 ~v0___PPT106___PPT9 |Webcam0(&1c&1c   @` o< <<? g  Z$1c  @` n< <l?  ~v0___PPT106___PPT9 At, chiocciolina (familier). &1c&1c4       @` m< <? ~v0___PPT106___PPT9 Arroba0(&1c&1c   @` l< <?y ~v0___PPT106___PPT9 Arroba. &1c&1c   @`w k< < ?^ y ~v0___PPT106___PPT9 }Arobase0(&1c&1c   @` j< < ?T ^ ~v0___PPT106___PPT9 @ At0(&1c&1c&    @` i< <?Ag  Z$1c  @` h< <'? 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A~v0___PPT106___PPT9 }Browser0(&1c&1c   @` `< <0t?y A~v0___PPT106___PPT9 Programa de navegacin. &1c&1c4      @`z _< <?^yA~v0___PPT106___PPT9  Navigateur0 ( &1c&1c   @`w ^< <?T^A~v0___PPT106___PPT9 }Browser0(&1c&1c   @` ]< <?=g~v0___PPT106___PPT9 Maus0(&1c&1c   @`u \< <D? =~v0___PPT106___PPT9 {Mouse0(&1c&1c   @` [< <<? = ~v0___PPT106___PPT9 Rato0(&1c&1c   @` Z< <h?y= ~v0___PPT106___PPT9 Ratn0(&1c&1c   @`v Y< <?^=y~v0___PPT106___PPT9 |Souris0(&1c&1c   @`u X< <`?T=^~v0___PPT106___PPT9 {Mouse0(&1c&1c   @`x W< <\?g=~v0___PPT106___PPT9 ~Computer0 (&1c&1c   @`x V< <D? =~v0___PPT106___PPT9 ~Computer0 (&1c&1c   @` U< <?  =~v0___PPT106___PPT9  Computador0 ( &1c&1c    @` T< <?y =~v0___PPT106___PPT9 Computador Ordenadord ( (  &1c'1c &1c&1c0      @`z S< <l?^y=~v0___PPT106___PPT9  Ordinateur0 ( &1c&1c   @`x R< < ?T^=~v0___PPT106___PPT9 ~Computer0 (&1c&1c   @`r Q< 61c?/g~v0___PPT106___PPT9 ~Allemand0 (&&   @`q P< 6x)1c? /~v0___PPT106___PPT9 }Italien0(&&   @`s O< 6,1c? / ~v0___PPT106___PPT9  Portugais0 ( &&   @`r N< 6=1c?y/ ~v0___PPT106___PPT9 ~Espagnol0 (&&   @`r M< 6$G1c?^/y~v0___PPT106___PPT9 ~Franais0 (&&   @`q L< 6Q1c?T/^~v0___PPT106___PPT9 }Anglais0(&&   @``B < 0̙1 ?T/g/`B < 0̙1 ?TXgX`B < 0̙1 ?T/TX`B < 0̙1 ?g/gX`B < 0̙1 ?Tg`B < 0̙1 ?^/^X`B < 0̙1 ?y/yX`B < 0̙1 ? / X`B < 0̙1 ? / X`B < 0̙1 ?/X`B < 0̙1 ?T=g=`B < 0̙1 ?Tg`B < 0̙1 ?TAgA`B < 0̙1 ?T g `B  = 0̙1 ?T g `B &= 0̙1 ?T2 g2 `B B= 0̙1 ?TgH < 0޽h ? 33___PPT10i.09+D=' = @B + r  (  F   0  <Z#Pu1c"` LUniversit de la Valle d Aoste  SISS'(2'$ X  S (ZA logo    0lIg Exemples de thmatiques (B2-C1-C2) Fracture numrique AEDEV  Internet au service du dveloppement durable - L'Association e-Dveloppement (AEDEV) a pour objectif d'encourager l'usage des technologies de l'information et de la communication dans les pays du Sud et de les mettre au service du dveloppement durable - http://www.aedev.org/ Cyberdpendance Site d un psychothrapeute  questionnaire en ligne - http://www.psynternaute.com/html/cyberdependance.htm La cyberpendance: mythe ou ralit? http://www.redpsy.com/infopsy/cyberdependance.html La fin de mdias Avec l'arrive des blogs, des wikis et autres journaux citoyens, certains auteurs annoncent la fin du monopole des grands mdias sur l'information. Les gants de la TV ou de la presse ne comprendraient rien cette rvolution et risquent d tre srieusement bousculs par ces changements. http://fr.news.yahoo.com/08032006/202/les-britanniques-passent-plus-de-temps-sur-internet-que-devant.html 771c1c1c1c1c#1ci 1c 1c1cL|      8 !           1      C  U 0>SU 0U 0*)U 0`Y   s *1c"`c 51. Comment travailler les TIC sans travailler avec ?$65t  H  0޽h ? ̙33y___PPT10Y+D=' = @B + x 4,D(  DF  D 0 D <ZPu1c"` LUniversit de la Valle d Aoste  SISS'(2'$ X D S (ZA logo  D s *1c"`c Q2. Faire le point$  D A72079344470grer dessin   D 0f] "`}  xOutils Mthodo-logie 21c$ ' D <( ;http://tice.blogspirit.com/archive/2006/03/04/seance-1.html4@U 0;H D 0޽h ? ̙33y___PPT10Y+D=' = @B +) t PH$(  $F  $ 0 $ <ZPu1c"` LUniversit de la Valle d Aoste  SISS'(2'$ X $ S (ZA logo  $ 6o"`  ^Atelier - Classement des ressources Ressources Internet pour l enseignement du franais : quelle classement adopter ? Titre URL Thmes abords Niveau Activits Interaction $%1c1cR   6^9* $ s *P1c"`c *3. Traitement des ressources lectroniques$+*P   H $ 0޽h ? ̙33y___PPT10Y+D=' = @B +p 3(  B  3 r_ж_жo___))?"0@NNN?N'B  # l_ж_ж1 ___))?"0@NNN?Nd 'd B  # l_ж_ж1 ___))?"0@NNN?N ' B  3 r_ж_жo___))?"0@NNN?N? '? B  3 r_ж_жo___))?"0@NNN?N''hB  3 r_ж_жo___))?"0@NNN?Nh''OB   3 r_ж_жo___))?"0@NNN?NO''6B   3 r_ж_жo___))?"0@NNN?N6''B   3 r_ж_жo___))?"0@NNN?N''d B   3 r_ж_жo___))?"0@NNN?Nd '' B   3 r_ж_жo___))?"0@NNN?N ''? B  3 r_ж_жo___))?"0@NNN?N8= 8F   0  <ZpPu1c"` LUniversit de la Valle d Aoste  SISS'(2'$ X  S (ZA logo   s *1c"`c W3. Activit de synthse$  6o"`9 6Atelier : Elaborer une squence d apprentissage partir d une ressource Internet Choisissez un site Internet Analysez-le l aide de la fiche analyser un site Internet Elaborez une squence d apprentissage en vous aidant de la fiche mthodologique qui vous a t distribue"S1c   ,Tu/H  0޽h ? 33___PPT10i.09+D=' = @B +Nu e] ,(  ,B , 3 r_ж_жo___))?"0@NNN?N'B , # l_ж_ж1 ___))?"0@NNN?Nd 'd B , # l_ж_ж1 ___))?"0@NNN?N ' B , 3 r_ж_жo___))?"0@NNN?N? '? B , 3 r_ж_жo___))?"0@NNN?N''hB , 3 r_ж_жo___))?"0@NNN?Nh''OB , 3 r_ж_жo___))?"0@NNN?NO''6B  , 3 r_ж_жo___))?"0@NNN?N6''B  , 3 r_ж_жo___))?"0@NNN?N''d B  , 3 r_ж_жo___))?"0@NNN?Nd '' B  , 3 r_ж_жo___))?"0@NNN?N ''? B  , 3 r_ж_жo___))?"0@NNN?N8= 8F  , 0 , <ZPu1c"` LUniversit de la Valle d Aoste  SISS'(2'$ X , S (ZA logo  , s *1c"`c 4. Activit de synthse$, , 0PIT  HPQuelques exemples : Comparer des sites de chanteurs (d aprs Thierry Lancien, De la vido Internet : 80 activits thmatiques, Hachette, Pratiques de classe, 2004, p. 105) RFI http://www.rfi.fr/lffr/articles/072/article_392.asp http://www.rfi.fr/actufr/articles/072/article_40499.asp j-l--1c1c48     "37>U 0?U 0$H , 0޽h ? 33___PPT10i.09+D=' = @B +[~ rj@t(  tB t 3 r_ж_жo___))?"0@NNN?N'B t # l_ж_ж1 ___))?"0@NNN?Nd 'd B t # l_ж_ж1 ___))?"0@NNN?N ' B t 3 r_ж_жo___))?"0@NNN?N? '? B t 3 r_ж_жo___))?"0@NNN?N''hB t 3 r_ж_жo___))?"0@NNN?Nh''OB t 3 r_ж_жo___))?"0@NNN?NO''6B  t 3 r_ж_жo___))?"0@NNN?N6''B  t 3 r_ж_жo___))?"0@NNN?N''d B  t 3 r_ж_жo___))?"0@NNN?Nd '' B  t 3 r_ж_жo___))?"0@NNN?N ''? B  t 3 r_ж_жo___))?"0@NNN?N8= 8F t s *%1c"`c "6. Quelle tche pour quel acteur ?8# $$`       Z t <Z-Pu1c"` ZSurintendance aux tudes de la Valle d Aoste.(2.H  t 02  ^<.. pour qu il y ait apprentissage, il ne suffit pas d ouvrir des fentres, de parcourir des hyperspaces, de naviguer dans des CD-Rom multimdia, de dialoguer avec un programme intelligent. Encore faut-il que l ensemble de ces oprations soit pilot par un sujet en qute d informations afin de raliser un but d apprentissage, lequel s insre dans un projet social. Claire Blisle (Cahiers de l ASDIFLE 9, 1998)q.1c 1c1c1c1c 1c1c.1ct]           ( t 0p@ * La tche est une unit de travail centre sur le sens et impliquant les apprenants dans la comprhension, la production et/ou l interaction en langue cible. D. Nunan, Designing task for the Communicative Classroom, 1989Z@1c&1c&1c&1c             H t 0޽h ? 33___PPT10i.09+D=' = @B +y )!L(  LB L 3 r_ж_жo___))?"0@NNN?N'B L # l_ж_ж1 ___))?"0@NNN?Nd 'd B L # l_ж_ж1 ___))?"0@NNN?N ' B L 3 r_ж_жo___))?"0@NNN?N? '? B L 3 r_ж_жo___))?"0@NNN?N''hB L 3 r_ж_жo___))?"0@NNN?Nh''OB L 3 r_ж_жo___))?"0@NNN?NO''6B  L 3 r_ж_жo___))?"0@NNN?N6''B  L 3 r_ж_жo___))?"0@NNN?N''d B  L 3 r_ж_жo___))?"0@NNN?Nd '' B  L 3 r_ж_жo___))?"0@NNN?N ''? B  L 3 r_ж_жo___))?"0@NNN?N8= 8F  L 0 L <ZWPu1c"` LUniversit de la Valle d Aoste  SISS'(2'$ X L S (ZA logo  L s *]1c"`c 5. Intgration des TICE$, l L 0gI <Scnarisation des parcours d'apprentissage "Faire pour dire"==1cb   "U 0<H L 0޽h ? 33___PPT10i.09+D=' = @B + &`|(  |B | 3 r_ж_жo___))?"0@NNN?N'B | # l_ж_ж1 ___))?"0@NNN?Nd 'd B | # l_ж_ж1 ___))?"0@NNN?N ' B | 3 r_ж_жo___))?"0@NNN?N? '? B | 3 r_ж_жo___))?"0@NNN?N''hB | 3 r_ж_жo___))?"0@NNN?Nh''OB | 3 r_ж_жo___))?"0@NNN?NO''6B  | 3 r_ж_жo___))?"0@NNN?N6''B  | 3 r_ж_жo___))?"0@NNN?N''d B  | 3 r_ж_жo___))?"0@NNN?Nd '' B  | 3 r_ж_жo___))?"0@NNN?N ''? B  | 3 r_ж_жo___))?"0@NNN?N8= 8F | s *u1c"`c "6. Quelle tche pour quel acteur ?8# $$`       Z | <Z(}Pu1c"` ZSurintendance aux tudes de la Valle d Aoste.(2.H  | <̌ 6DLes tches de l enseignant : slectionner les ressources concevoir des activits autour de ces ressources mutualiser et valuer les productions des lves r22-1c\                               H | 0޽h ? 33___PPT10i.09+D=' = @B + 2(  B  3 r_ж_жo___))?"0@NNN?N'B  # l_ж_ж1 ___))?"0@NNN?Nd 'd B  # l_ж_ж1 ___))?"0@NNN?N ' B  3 r_ж_жo___))?"0@NNN?N? '? B  3 r_ж_жo___))?"0@NNN?N''hB  3 r_ж_жo___))?"0@NNN?Nh''OB  3 r_ж_жo___))?"0@NNN?NO''6B   3 r_ж_жo___))?"0@NNN?N6''B   3 r_ж_жo___))?"0@NNN?N''d B   3 r_ж_жo___))?"0@NNN?Nd '' B   3 r_ж_жo___))?"0@NNN?N ''? B   3 r_ж_жo___))?"0@NNN?N8= 8  s *<1c"`c 7. Quel dispositif ?8$$  Z  <ZTPu1c"` ZSurintendance aux tudes de la Valle d Aoste.(2.H n  <(H  *Les types courants de dispositifs : autoformation intgrale ou autodidaxie autoformation ducative (complmentaire ou intgre) formation distance (FAD) formation hybride (blended learning) communaut d apprentissage groupe classe (salle multimdia, espace langues) r%^^2-1cB                                               H  0޽h ? 33___PPT10i.09+D=' = @B + )(  B  3 r_ж_жo___))?"0@NNN?N'B  # l_ж_ж1 ___))?"0@NNN?Nd 'd B  # l_ж_ж1 ___))?"0@NNN?N ' B  3 r_ж_жo___))?"0@NNN?N? '? B  3 r_ж_жo___))?"0@NNN?N''hB  3 r_ж_жo___))?"0@NNN?Nh''OB  3 r_ж_жo___))?"0@NNN?NO''6B   3 r_ж_жo___))?"0@NNN?N6''B   3 r_ж_жo___))?"0@NNN?N''d B   3 r_ж_жo___))?"0@NNN?Nd '' B   3 r_ж_жo___))?"0@NNN?N ''? B   3 r_ж_жo___))?"0@NNN?N8= 8Z  <ZPu1c"` ZSurintendance aux tudes de la Valle d Aoste.(2.H d  0g  Autoformation ducative ( ensemble des pratiques pdagogiques visant dvelopper et faciliter les apprentissages autonomes, dans le cadre d'institutions spcifiquement ducatives Carr, Philippe. Dictionnaire encyclopdique de l'ducation et de la formation. ditions Nathan) A domicile / en salle multimdia : L lve travaille sur une ou plusieurs ressource(s) de manire autonome. En classe : Exploitation de ce travail (mise en commun, synthse) 1c1c1c1c1c 1c1c1c1c 1c1c 1c$1cH1c1c1c71cR           +  (    s *D1c"`c 7. Quel dispositif ? 8$$  H  0޽h ? 33___PPT10i.09+D=' = @B + (  B  3 r_ж_жo___))?"0@NNN?N'B  # l_ж_ж1 ___))?"0@NNN?Nd 'd B  # l_ж_ж1 ___))?"0@NNN?N ' B  3 r_ж_жo___))?"0@NNN?N? '? B  3 r_ж_жo___))?"0@NNN?N''hB  3 r_ж_жo___))?"0@NNN?Nh''OB  3 r_ж_жo___))?"0@NNN?NO''6B   3 r_ж_жo___))?"0@NNN?N6''B   3 r_ж_жo___))?"0@NNN?N''d B   3 r_ж_жo___))?"0@NNN?Nd '' B   3 r_ж_жo___))?"0@NNN?N ''? B   3 r_ж_жo___))?"0@NNN?N8= 8Z  <ZPu1c"` ZSurintendance aux tudes de la Valle d Aoste.(2.H |  0`')  En prsentiel : l enseignant propose diffrents types d activits$C1c21cP   B  0-q ,$ 0 En autonomie : Les apprenants ralisent la tches avec l aide des ressources technologiques$^1cM1c          _  0So,$ 0 3En prsentiel : Le produit est socialis et valid$41c#1cP   <B G3  4Exemples : prparation d un expos oral rdaction d un rapport$ 6-A1cl    s * 1c"`c 7. Quel dispositif ?8$$    <l%' 0Scnario d apprentissage1c H  0޽h ? 33\T___PPT104.09+.D' = @B DS' = @BA?%,( < +O%,( < +DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(DA' =%(D' =%(D' =A@BBBB0B%(D' =1:Bvisible*o3>+B#style.visibility<*%(+p+0+ ++0+ +)z @8T(  TB T 3 r_ж_жo___))?"0@NNN?N'B T # l_ж_ж1 ___))?"0@NNN?Nd 'd B T # l_ж_ж1 ___))?"0@NNN?N ' B T 3 r_ж_жo___))?"0@NNN?N? '? B T 3 r_ж_жo___))?"0@NNN?N''hB T 3 r_ж_жo___))?"0@NNN?Nh''OB T 3 r_ж_жo___))?"0@NNN?NO''6B  T 3 r_ж_жo___))?"0@NNN?N6''B  T 3 r_ж_жo___))?"0@NNN?N''d B  T 3 r_ж_жo___))?"0@NNN?Nd '' B  T 3 r_ж_жo___))?"0@NNN?N ''? B  T 3 r_ж_жo___))?"0@NNN?N8= 8F  T 0 T <ZPu1c"` LUniversit de la Valle d Aoste  SISS'(2'$ X T S (ZA logo  T s *1c"`c 5. Intgration des TICE$,  T 0#<s  #SCe ne sont pas les TICE qui font le scnario et crent l'activit. Critres fondamentaux : Mieux faire ce que l'on faisait dj Faire ce que l'on ne pouvait faire sans Utiliser les comptences en informatique des lves Permettre l'individualisation des apprentissages Crer les conditions de l'autonomie de l'lve mais, faire en sorte que les TICE ne crent pas de difficult supplmentaire pour l'lve dj en difficult. Denis Lucchinaci, Cadre europen commun de rfrence et travail par comptences : quelle place pour les TICE ?, colloque Cyberlangues, Artigues, 25 aout 2005H]V1c1c4 O!        $U 0SH T 0޽h ? 33___PPT10i.09+D=' = @B +{ \(  \B \ 3 r_ж_жo___))?"0@NNN?N'B \ # l_ж_ж1 ___))?"0@NNN?Nd 'd B \ # l_ж_ж1 ___))?"0@NNN?N ' B \ 3 r_ж_жo___))?"0@NNN?N? '? B \ 3 r_ж_жo___))?"0@NNN?N''hB \ 3 r_ж_жo___))?"0@NNN?Nh''OB \ 3 r_ж_жo___))?"0@NNN?NO''6B  \ 3 r_ж_жo___))?"0@NNN?N6''B  \ 3 r_ж_жo___))?"0@NNN?N''d B  \ 3 r_ж_жo___))?"0@NNN?Nd '' B  \ 3 r_ж_жo___))?"0@NNN?N ''? B  \ 3 r_ж_жo___))?"0@NNN?N8= 8F  \ 0 \ <ZGPu1c"` LUniversit de la Valle d Aoste  SISS'(2'$ X \ S (ZA logo  \ s *L1c"`c 5. Intgration des TICE$, D \ 0[<s+  lApports essentiels : - Abondance des ressources sonores - Autonomisation des apprentissages - Multifocalit - Mise disposition d'aides multiples pour mener bien l'activit - Communication - Cration Denis Lucchinaci, Cadre europen commun de rfrence et travail par comptences : quelle place pour les TICE ?, colloque Cyberlangues, Artigues, 25 aout 2005@1c1c1c <          %U 0lH \ 0޽h ? 33___PPT10i.09+D=' = @B +}   l(  lB l 3 r_ж_жo___))?"0@NNN?N'B l # l_ж_ж1 ___))?"0@NNN?Nd 'd B l # l_ж_ж1 ___))?"0@NNN?N ' B l 3 r_ж_жo___))?"0@NNN?N? '? B l 3 r_ж_жo___))?"0@NNN?N''hB l 3 r_ж_жo___))?"0@NNN?Nh''OB l 3 r_ж_жo___))?"0@NNN?NO''6B  l 3 r_ж_жo___))?"0@NNN?N6''B  l 3 r_ж_жo___))?"0@NNN?N''d B  l 3 r_ж_жo___))?"0@NNN?Nd '' B  l 3 r_ж_жo___))?"0@NNN?N ''? B  l 3 r_ж_жo___))?"0@NNN?N8= 8F  l 0 l <ZrPu1c"` LUniversit de la Valle d Aoste  SISS'(2'$ X l S (ZA logo  l s *`x1c"`c 5. Intgration des TICE$, P l 0<s ,Exemples d activits L1c1c1c$ (U 0H l 0޽h ? 33___PPT10i.09+D=' = @B +-  ?(  n   C FA,martin_juillet_04_008  C x}_ж_жRx1___))?"6@`NNN?NS   Qu avons-nous appris aujourd hui ? Qu est-ce que nous devons faire pour la prochaine fois ?@%nn:n`1c   F   0  <ZșPu1c"` LUniversit de la Valle d Aoste  SISS'(2'$ X   S (ZA logo    s *1c"`c o 5. Conclusion$  H  0޽h ? 33___PPT10i.09+D=' = @B + 0 | (  |X | C t    | S t 0   " H | 0޽h ? 3380___PPT10.W`q3 0 K(  d  c $t     s *t 0   5Diapo 1H  0޽h ? 33u 0 8(  d  c $t     s *t 0   " H  0޽h ? 33w 0 ,(  ^  S t     c $$t 0   " H  0޽h ? 3380___PPT10.5@Ey 0 (,(  (^ ( S t    ( c $|t 0   " H ( 0޽h ? 3380___PPT10.5@Ez 0 008(  0d 0 c $t    0 s *@t 0   " H 0 0޽h ? 33{ 0 P88(  8d 8 c $t    8 s *Ht 0   " H 8 0޽h ? 33| 0 p@8(  @d @ c $t    @ s *( t 0   " H @ 0޽h ? 33} 0 H,(  H^ H S t    H c $t 0   " H H 0޽h ? 3380___PPT10.5@E~ 0 P8(  Pd P c $t    P s *ct 0   " H P 0޽h ? 33 0 X8(  Xd X c $t    X s *9t 0   " H X 0޽h ? 33 0 `8(  `d ` c $t    ` s *X`t 0   " H ` 0޽h ? 33 0 0p8(  pd p c $t    p s *t 0   " H p 0޽h ? 33 0 Px8(  xd x c $t    x s *Ot 0   " H x 0޽h ? 33 0 p8(  d  c $t     s *t 0   " H  0޽h ? 33D 0 (  d  c $t     s *t 0   ~>http://www.educnet.education.fr/dossier/eformation/default.htm$(  H  0޽h ? 33 0 8(  d  c $t     s * t 0   " H  0޽h ? 33 0 8(  d  c $t     s *4t 0   " H  0޽h ? 33r0"2, 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